چکیده:
The concepts of individuality and solitude have been largely overlooked in the philosophy of education. In fact, the notion of individuals as solitary subjects has often been treated as a taboo in education, rendering the process of human development seemingly impractical and culturally alien. However, Kierkegaard, in his educational thought—consistent with his overall philosophical framework—seeks to highlight both the possibilities and limitations of human growth that have remained unaddressed. From his perspective, individuality is a fundamental reality that has been neglected in the course of human development and self-actualization. At its core, Kierkegaard’s educational principle is nothing but creating the possibility of an internal transformation based on religious faith and self-activity. In his view, contemplation and reflection, when devoid of inner passion and faith, fail to effectively shape the authenticity of the individual. Therefore, this study employs a descriptive-analytical method to examine Kierkegaard’s views on individuality, solitude, and religious faith, ultimately identifying their educational implications.
خلاصه ماشینی:
In fact, the individuality of persons as solitary subjects has been like a taboo in education, giving an impossible and anti-cultural form to the process of human upbringing; however, Kierkegaard in his educational thought strives, like his entire philosophical structure, to point out the possibilities and limitations in human growth that have not been addressed until now.
2197 Article Type: Research; Publisher: Islamic Propagation Office of Qom Seminary (Research Institute for Islamic Science and Culture, Qom, Iran) © Authors Date Received: Date Revised: Date Accepted: 2025/02/07 Date Online Publication: 2025/03/29 © The Authors If we want to state Kierkegaard's educational rule, it is nothing other than creating a possibility for internal change in the individual based on religious faith and self-activity.
Individuality, Solitude, and Its Educational Implications In the section on the educational implications of Kierkegaard's thought, in relation to the concept of individuality and living with silence and solitude, an attempt is made to address these educational implications from three perspectives: the relationship of inner emotions with human cultivation; Irony 2's critique of Socrates' thought and its relation to individual education; and the place of aesthetic, ethical, and religious matters in human transcendence.
The position of the aesthetic, ethical, and religious in human transcendence The three dimensions that must be considered in relation to the education and training of individuals, according to the general structure of Kierkegaard's philosophy, are: 1.
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